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In this chapter we examine various human resource management (HRM) implications involved in the leadership of fluid teams. Leadership of fluid teams, which are distinguished by their dynamic composition, requires consideration of issues that may not be as pertinent for stable teams. In particular, we focus on the concept of familiarity. Composing and leading teams with members exhibiting varying degrees of familiarity with one another creates obstacles to effective and efficient functioning and may ultimately lead to poor performance. With this in mind, leaders must pay particular attention to issues of coordination, and composition such that a broad range of generalizable teamwork skills exists within the team. Within this chapter, we explain the concepts of fluid teams, team leadership within fluid teams, and other relevant concepts related to the formation of familiarity. Next, we thoroughly review extant empirical and theoretical research within these areas. We identify areas of correspondence among the various concepts and findings of the reviewed studies and generate an integrated model of fluid team leadership. To conclude, we highlight the distinct HRM implications associated with the use, and leadership, of fluid teams.

Sustainable development calls for a larger share of intermittent renewable energy. To mitigate this intermittency, Compressed Air Energy Storage (CAES) technology was introduced. This technology can be made more sustainable by recovering the heat of the compression phase and reusing it during the discharge phase, resulting in an adiabatic CAES without the need for burning of fossil fuels. The key process parameters of CAES are temperature, pressure ratios, and the mass flow rates of air and thermal fluids. The variation in these parameters during the charge and discharge phases significantly influences the performance of CAES plants. In this chapter, the transient thermodynamic behavior of the system under various operating conditions is analyzed and the impact of heat recovery on the discharge phase energy efficiency, power generation, and CO₂ emissions is studied. Simulations are carried out over the air pressure range from 2,500 to 7,000 kPa for a 65 MW system over a five-hour discharge duration. It is also assumed that the heat loss in the air storage and the hot thermal fluid tank is insignificant and standby duration does not impact the status of the system. This result shows that the system exergy and the generated power are more sensitive to pressure change at higher pressures. This work also reveals that every 10°C increase on the temperature of the stored air can lead to a 0.83% improvement in the energy efficiency. The result of the transient thermodynamic model is used to estimate the reduction in CO₂ emissions in CAES systems. According to the obtained result, a 65 MW ACAES plant can reduce about 17,794 tons of CO₂ emission per year compared to a traditional CAES system with the same capacity.

This chapter reviews student engagement and learning over of a six year study period (>500 students) in a technology rich learning environment. The technology rich learning environment in this project consists of tablet PCs for each student (1:1 environment), visually immersive multiple projection screens, and collaborative digital inking software. This chapter reviews the education problem being addressed, and the learning theory used as a lens to focus specific active learning pedagogical techniques to address the educational problem. From this problem-based learning theory grounded approach, the features desired in a technology rich learning environment were developed. The approach is shared in this chapter with specific detailed examples to allow others to implement technology rich learning environments with active learning pedagogical approaches to address specific education problems in their institution. The technology rich learning environment implemented and studied includes multiple hardware/software pieces to create a system level solution versus a single device or single app solution.

The increasing accumulation of synthetic plastic waste in oceans and landfills, along with the depletion of non-renewable fossil-based resources, has sparked environmental concerns and prompted the search for environmentally friendly alternatives. Biodegradable plastics derived from lignocellulosic materials are emerging as substitutes for synthetic plastics, offering significant potential to reduce landfill stress and minimise environmental impacts. This study highlights a sustainable and cost-effective solution by utilising agricultural residues and invasive plant materials as carbon substrates for the production of biopolymers, particularly polyhydroxybutyrate (PHB), through microbiological processes. Locally sourced residual materials were preferred to reduce transportation costs and ensure accessibility. The selection of suitable residue streams was based on various criteria, including strength properties, cellulose content, low ash and lignin content, affordability, non-toxicity, biocompatibility, shelf-life, mechanical and physical properties, short maturation period, antibacterial properties and compatibility with global food security. Life cycle assessments confirm that PHB dramatically lowers CO₂ emissions compared to traditional plastics, while the growing use of lignocellulosic biomass in biopolymeric applications offers renewable and readily available resources. Governments worldwide are increasingly inclined to develop comprehensive bioeconomy policies and specialised bioplastics initiatives, driven by customer acceptability and the rising demand for environmentally friendly solutions. The implications of climate change, price volatility in fossil materials, and the imperative to reduce dependence on fossil resources further contribute to the desirability of biopolymers. The study involves fermentation, turbidity measurements, extraction and purification of PHB, and the manufacturing and testing of composite biopolymers using various physical, mechanical and chemical tests.

Anthony ‘Skip’ Basiel has been involved in e-learning in the United Kingdom for almost two decades. His work with the British Council in 2004 won him eTutor of the Year Award with the Higher Education Academy. As an Adobe International Education Leader he has expertise in new media and web video conferencing consulting organizations such as Oxford University. He is an Adobe Certified Associate in Web Communication (2010).

The purpose of this chapter is to explore the creation and maintenance of entrepreneurial identity during the establishment of a high-tech university spin-out (USO) company in the United Kingdom. The chapter is based on a case study of a mature PhD student working initially in a research team, and later in a spin-out company, in a UK university; he then founds his own company. The study tracks his understanding and development of different aspects of his professional identity as he works towards shifting career goals in different formal and informal learning settings. The chapter commences with a discussion of the career tensions that might arise during the spin-out process. The next section argues that purposeful construction of entrepreneurial identity may be a significant element in supporting successful career transformation. The third section presents the case in detail. Following a discussion, conclusions are presented. The practical implications of the study are that better understanding of these processes can be used by educators and support staff in classroom settings and in incubators. Theoretically, the chapter adds specifically to the growing literature on entrepreneurial identity, extending it to the realm of science and engineering; the importance of the dynamic between engineering identity and entrepreneurial identity during the transition from engineer to entrepreneur is examined in depth. Most significantly, the case demonstrates how a complex reworking of what it means to be an entrepreneur and what it means to be an engineer takes place that is enormously significant in the crafting of a personal career trajectory.

In their well-known contribution to the “varieties of capitalism” debate, Peter Hall and David Soskice (2001, Ch. 1) highlight the distinction between a “coordinated market economy” as exemplified by Germany and a “liberal market economy” as exemplified by the United States. Under the heading, “Liberal Market Economies: The American Case”, Hall and Soskice (2001, p. 27), argue:Liberal market economies can secure levels of overall economic performance as high as those of coordinated market economies, but they do so quite differently. In LMEs, firms rely more heavily on market relations to resolve the coordination problems that firms in CMEs address more often via forms of non-market coordination that entail collaboration and strategic interaction. In each of the major spheres of firm endeavor, competitive markets are more robust and there is less institutional support for non-market forms of coordination.